Class period 1: Introduction to planetary research, student journals, and group discussion.

Class period 2: Lesson Part I - Observing
Images: Students use computers: self-guided observation of uncaptioned planet images. Students describe planet features in journals.

Class period 3: Lesson Part II - The Researcher’s
Description: Students use computers: self-guided activity to compare student descriptions of images with those of experienced researchers.

For homework, students prepare tables of planet/moon vs. features.

Class period 4: Lesson Part III -
Summary: Discussion and review of planet features from homework,
concept of terrestrial vs. gas giant planets. Further research options and
extension if time permits.

Guiding Document:

National Science Education Standards (NSES) grades
5-8:Science as Inquiry- Abilities necessary to do scientific research
- Understandings about scientific inquiry

Earth and Space Science
- Earth in the solar system

Science and Technology
- Understanding about science and technology

History and Nature of Science
- Nature of science

Science/Math Process Skills:

Observation

Communication

Comparison

Organization

Application

Materials:

Computers wired for Internet access, with one computer for every two-three students.

Student journals or notebook paper for each student.

Student worksheets and questionnaires (provided in this lesson - printable as HTML or PDF formatted files).

Background Information:

Read the Background Information & Suggestions to learn about the solar system and characteristics of planets and moons, their movement, and the history and exploration surrounding planetary research. Teaching suggestions are also provided.

Prepare the computer equipment ahead of time. It is recommended that the lesson and its images be loaded onto your local hard drive. This facilitates a more rapid page change in order to keep students’ attention focused. It takes approximately 20 minutes to load all the pages of
the Best of the Solar System.

Prepare student “science journals” by having students bring in small notebooks or binders, or simply staple 5-10 pages of notebook paper for each student to use as a science journal.

Be prepared to guide students in setting up their journals (see directions in the Summary portion of the lesson).

Discuss with students the importance of planetary research. Encourage them to observe and record observations just as space scientists would.

Prior to Part I: In small groups or individually, students respond to the following questions, and then discuss answers with the entire class

Which planets do you think are visible from Earth with the unaided human eye?

What do you think planets look like when viewed from Earth with the unaided human eye?

Before the telescope was invented what were ancient astronomers able to learn about the planets?

When was the telescope first used to study astronomy?

What are some discoveries made with the telescope?

When did spacecraft first send back data and images from the planets?

What features do you think we can see in images of the planets?

Prior to Part II : Peer review. Have students to pair up with
a partner or someone from another group and read each other their
descriptions. Students guess which image is being described by one another's
journal entries and discuss. When students compare their journal notes with those of researchers, students should answer
worksheet questions:

What does the image actually show?

What visual characteristics will help you recognize this planet or special feature in the future?

What else would you like to know about the planet or special feature in the image?

Assessment:

Accurate responses to questions given by students prior to Part I - Observing Images indicate basic familiarity with the planets.

You may ask for written feedback from peer review of journal entries
to determine students initial ability to identify and describe the planets and their features.

After students complete Part II - The Researcher’s
Description, the class could be shown slides of the planets such as
those available from other solar system Web
sites to see if the students recognize them.

In Part II - The Researcher’s Description students indicate additional kinds of information they would like to learn about particular planets and features. Students could conduct library or on-line research to gather this information. Findings could be submitted in written form or delivered in presentations to the class.

Additional research topics for a report or presentation:

Summarize current knowledge about one of the planets

Compare our Moon to another planet’s moon (satellite)

Compare impact craters to volcanic craters

Investigate volcanism on two or more planets

Investigate the origin and meanings of the name of the planets

Note: Images from this lesson could be downloaded and used in student multimedia presentations using Microsoft PowerPoint, HyperStudio, or other presentation software.

Curriculum Coordinates:

Write a news article on a planet, the historical implications, and background of its discovery.

After researching and writing the article shorten it for presentation in a 30 second “TV” news broadcast to the class (visual aids optional).

Students research examples of planetary imagery and its incorporation into famous works of art or expressions in cultural events.

Meeting Individual Needs:

Multicultural Perspective: Students research contributions made to space exploration by Russia, China, Japan, the United States, or another country.
They can also do historical research about planetary science in another
culture.

Visually Challenged: use a large screen projection system for the computer, a large TV monitor, or books with large planetary images.